|
|
||||
|
San
Diego State University
Course: Natural Science 412A Instructor: Tony DiMauro Office: P145A Email: tonydude@yahoo.com Office Hours:before/after class |
||||
|
Teaching Science at the Elementary School-Level This
is an activity-based and discussion-oriented
course with |
||||
1) to construct a set of physics ideas that you can apply to explain phenomena that are both intrinsically interesting and typical of an elementary school science curriculum. 2) to develop more positive attitudes about science and to help you develop confidence in your ability to do science. 3) to become more aware of, and more in control of, your own learning. |
||||
 |
||||
|
|
||||
|
Alternate
Assessment Proposal
Accepted by the whole class March 4, 2002 |
||||
| It's been suggested that our future teachers will need to plan, develop and implement actual science-related lesson plans. In an effort to give the students more practical experience in teaching science, an alternate assignment was offered to replace daily reflections, the learning commentary, two midterms and the final. A conventional test was also offered and encouraged. | ||||
|
Science Lesson Plan Notebook Topics and Components Create 5 lesson plans utilizing the many science activities from class: |
||||
|
Elicitation
L&C Activity I-E What about Shadows and Illumination? Part I The Blocker and the Maglites Part II White rough paper dots and shiny mirror dots. . .do you see them? Development L&C Development D1 Maglites and Blockers L&C Development D2 Reflections off Mirrors and Index Cards L&C Development D3 Maglites and Pinholes Consensus Six Basic Ideas about Light Light travels in straight lines and in all directions from a maglight. Illumination of objects depends on the distance and the number of light sources Light reflects off shiny surfaces differently than rough surfaces Mirror surfaces: The angle of the incoming light ray will equal the angle of the reflected light ray. Rough White Paper surfaces: The light rays will reflect off in all directions due to the 'bumpy' surface. To 'see' an object, light must fall upon that object. That light will be reflect in many different directions. This reflected light from the object will then enter the eye. Application L&C Application I Pinhole Camera |
||||
|
Color
|
||||
|
Elicitation
L&C Activity I-E Overlapping colored beams of light? The components of color in a television and computer monitor Development L&C Development D1 Seeing light through diffraction 'rainbow' glasses L&C Development D2 Looking at this 'broken' light through colored filters L&C Development D3 Overlapping colored filters Consensus Basic Ideas about Color ROYGBIV: the color components of light What overlapping color filters do to light---subtraction What happens when colored beams are overlapped---addition Application L&C Application I How light reflects off printed materials. Pigment colors-vs-light colors L&C Application II Colored squares on black paper |
||||
|
Elicitation
Remember: I demonstrated rubbing the sheet of paper on the whiteboard---and it stuck! What caused the sheet paper to stick to the white board? Here's the answer. Development Activity SE: Exploring Static Electricity Hanging spoons more activities 1 Consensus We diagrammed Atoms. We discussed polarization. We sketched diagrams of charged and uncharged objects. We discussed Conductors and Insulators. Application What's wrong with this Lesson Plan? And this lesson Plan? Good animation showing induction |
||||
|
Elicitation
Mag Activity I-E: How can one explain Refrigerator Magnets? Development Mag Activity I-D1: What are some properties of Magnetic Objects? Mag Activity I-D2: How can we label the ends of magnets and rubbed objects? more activities 1 more activities 2 Consensus How does an unrubbed Magnetic Object interact with a rubbed Magnetic Object? How does an rubbed Magnetic Object interact with another rubbed Magnetic Object? Do bath ends of a magnet-rubbed nail behave the same? What are the basic constituents of magnetic objects give them their magnetic behavior? What happens to these constituents?  Application Electric Motors Maglev Trains Memory in all computers |
||||
|
Scientific Principles Testability Observations/Inferences Experimentation Hypothesis/Theory Prediction Scientific Principles II California Science Standards  Elementary Makes the Grade |
||||
 |
||||
|
Each
Lesson Plan will include:
|
||||
|
Science Lesson Plan Aim for the 4th Grade (20 points) Be clear, concise, complete and colorful---no room for fluff. Not a step-by-step recipe. Most likely, a one-hour lesson plan. Develop a creative title. Be fun. Lure another teacher into doing this activity. Refuse to be linear---break away from the outline format. Your Objective should be clear and concise. Utilize verbs that SHOW or DESCRIBE what the students will do. Your Science Principles will be obvious, clear and accurate. Your Diagrams are the most important aspect of this assessment. To understand the physics principles---you should be able to diagram these ideas accurately. Your Activities should be obvious, clear, named and follow your Objectives. Your Activities should not be the most basic activity but, a combination of the intermediate to advanced activities. Step it up a notch! Use diagrams to show Science Principles or Activities. Teach the science! Do not teach strategy or logistics. The teacher will know how to setup the classroom and instruct the children once armed with confidence and courage from your Science Lesson Plan. Objective, Science Principles, Materials, Activities (all necessary) Common Mistakes. Which Teacher are you? Magnetism Magic---an example Teacher Notes (20 points) Science Ideas. This the most important page for the teacher. This the most important page of the entire package. Design your thoughts---break away from WORD Processing. Science Principles are extremely necessary here. . .you need them. Your diagrams and explanations are critical. All the experience you gained by performing the activities should be here. Even if some information will not be utilized in your lesson. How do I use the overhead? (if necessary) Did you Know? Further Information. . . Give the Teacher (you) the ammunition to be the expert. More tips, hints and demonstrations are mandatory. Shadow Master---an example Overhead Transparency (15 points) Science Principles will be demonstrated to the students. Create colorful and accurate diagrams. 'Cool' is always good. Text should be large. Very little text will be necessary because you will explain the overhead to your students. Please do not just cut and paste from the internet---modify and make it yours. Step it up a notch! Student Worksheet (15 points) Any kind of worksheet that will allow the student to follow along with the teacher or to reinforce science principles. This may include: lab analysis/graphic organizer/concept map. No busy work is allowed. Step it up a level---encourage the students to think. If your overhead is your handout then you must create another overhead or handout. Refuse to be linear---stop following the leader. Explore new areas of your creative-side. Children want to be turned-on not off! We all appreciate quality work. Stay away from simple questions and fill-in the blanks. Step it up a notch! Group Reflections/Criticisms Your group members will provide you with many great suggestions and important criticisms. Collaboration with your colleagues will expose many problem areas and enhance your professional teaching experience. Caution Please cite any idea you obtain from another source. Citations are easy. Teaching is all about learning. Don't re-create the wheel. Use and reuse each others ideas. Modify anything that may work in your classroom. Maybe, you too, can create a website to share your fantastic ideas for everyone. Ideas, concepts and methods float freely between all classrooms. |
||||
|
Points
|
||||
|
|
||||
